Online interaction is characterized by changes in language and increasing multimodality; it involves multiple remote social actors flexibly remixing media and texts to support messages in both synchronous and asynchronous modes. The descriptors for online interaction form a basis for analysing what learners do and need in the real world in order to serve those needs in digitally-enhanced, action-oriented learning scenarios.

More on the concept

 

Workshop

The learner as social agent: Implications for curriculum design and classroom practice (2022: Bernd Rüschoff)

 

Documents

Examples of use in different domains for descriptors of online interaction (CEFR Companion volume - Appendix 5)

 

Articles

Focus on online interaction: a pilot project in Italy. (2022: Gisella Langé et al.) Ch. 9 in 16 in Enriching 21st century language education: The CEFR Companion volume in practice.

Application of Companion volume descriptors in CLIL settings. (2022: Emma Abbate). Ch. 10 in Enriching 21st century language education: The CEFR Companion volume in practice.

Student engagement – online interaction & language learning. (2022: Gigi Saurer). Ch. 11 in Enriching 21st century language education: The CEFR Companion volume in practice.

Learning by doing: Putting the CEFR descriptors for online interaction and mediation into practice by teacher trainees. (2022: Agnieszka Gadomska) Ch. 19 in Enriching 21st century language education: The CEFR Companion volume in practice.

Visual identity of the Common European Framework of Reference for Languages (CEFR)